Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning

Autor/in	Williams, Joanna
Titel	Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning
Quelle	In: International Journal of Lifelong Education, 30 (2011) 4, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Lifelong Learning; Discourse Analysis; Social Influences; Individual Psychology; Social Isolation; Expectation; Inclusion; Foreign Countries; Self Esteem; Psychological Patterns; Postsecondary Education; Interviews; At Risk Persons; Minority Groups; Social Integration; Disadvantaged; Political Issues; Social Attitudes; Aspiration; Continuing Education; Skill Development; United Kingdom + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Diskursanalyse; Sozialer Einfluss; Individualpsychologie; Soziale Isolation; Expectancy; Erwartung; Inklusion; Ausland; Self-esteem; Selbstaufmerksamkeit; Post-secondary education; Tertiäre Bildung; Interviewing; Interviewtechnik; Risikogruppe; Ethnische Minderheit; Soziale Integration; Politischer Faktor; Social attidude; Soziale Einstellung; Streben; Weiterbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Großbritannien
Abstract	Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review explores how such a psychological approach to post-compulsory education impacts upon the more traditional educational and vocational goals of the sector. A critical discourse analysis of relevant government documents as well as interviews with key policy makers, suggests that New Labour's policy may have had the unintended consequence of constructing psychological disadvantage amongst groups defined as socially excluded. A focus upon ameliorating the perceived psychological vulnerabilities of socially excluded groups may risk denying those targeted access to genuine educational provision or may create a culture of dependency upon formal educational institutions. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10